Educational Theory as Topological Rhetoric: The Concepts of Pedagogy of Johann Friedrich Herbart and Friedrich Schleiermacher

Studies in Philosophy and Education 31 (3):265-273 (2012)

Abstract
The debate concerning the relation of the theory of education and the practice of education is not new. In Germany, these discussions are an integral part of the development of educational science in the eighteenth century which is closely connected to Johann Friedrich Herbart and Friedrich Schleiermacher. Their concepts illustrate different answers upon the question of how to connect theory and practice in education. And although those answers are embedded in a very specific horizon of ethical and metaphysical ideas, the problems which are addressed in those discussions are still important in modern debates. The paper focuses upon the concepts of Herbart and Schleiermacher and presents those theories in the problematic context of the possibilities and limitations of educational theory and its importance for educational practice.
Keywords Schleiermacher  Herbart  Educational theory  Educational practice  History of education  Philosophy of education  Educational science  Germany  Eighteenth century  Age of enlightenment
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DOI 10.1007/s11217-012-9287-6
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